On the making of a new mathematics teacher: professional development, subjectivation, and resistance to change
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2019Metadata
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Valoyes Chávez, Luz
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On the making of a new mathematics teacher: professional development, subjectivation, and resistance to change
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Abstract
Reform-based discourses in mathematics education have fabricated different subjectivities for
teachers such as the Btraditional^ and the Bnew^ teacher. Professional development programs
are proposed as effective mechanisms to fabricate the Bnew^ teacher. However, this teacher has
proved hard to produce. Thus, the Bresistor^ teacher has emerged into the field as a way to
explain failure within school mathematics reform. In this article, I assume that resistance is a
consequential response against particular forms of subjectivation imposed on mathematics
teachers. Using conceptual tools from Hall and Foucault, I explore the ways wherein a high
school mathematics teacher reinvents meanings of being a mathematics teacher in the context
of a professional development program aimed to implement problem-solving instruction.
Against the myth of the resistor teacher unwilling to change, what emerges is a process of
struggle over meaning. School mathematics reform, considered as an ideological event,
becomes a site in which competing meanings about being a mathematics teacher are negotiated,
contested, and resisted.
Patrocinador
PIA-CONICYT Basal Funds for Centers of Excellence Project
FB0003
Comision Nacional de Investigacion Cientifica y Tecnologica (CONICYT)
CONICYT FONDECYT
3180238
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Artículo de publicación ISI Artículo de publicación SCOPUS
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Educational Studies in Mathematics (2019) 100:177–191
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